A Comparison of Students' Approaches to Inquiry, Conceptual Learning, and Attitudes in Simulation-Based and Microcomputer-Based Laboratories

Autor/inn/en	Chen, Sufen; Chang, Wen-Hua; Lai, Chih-Hung; Tsai, Cheng-Yue
Titel	A Comparison of Students' Approaches to Inquiry, Conceptual Learning, and Attitudes in Simulation-Based and Microcomputer-Based Laboratories
Quelle	In: Science Education, 98 (2014) 5, S.905-935 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21126
Schlagwörter	Science Instruction; Science Laboratories; Computer Uses in Education; Simulation; Quasiexperimental Design; Secondary School Science; Urban Schools; High School Students; Grade 11; Science Experiments; Scientific Concepts; Inquiry; Student Attitudes; Pretests Posttests; Interviews; Science Achievement; Teaching Methods; Physics; Manipulative Materials; Foreign Countries; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computernutzung; Simulation program; Simulationsprogramm; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Schülerverhalten; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Physik; Hilfsmittel; Ausland
Abstract	The purpose of this project was to investigate the effects of virtual versus physical manipulation using a simulation-based laboratory activity (SBL) and a microcomputer-based laboratory activity (MBL). Both the SBL and the MBL used computers to collect, graph, and analyze data. A major difference was that the MBL allowed the students to manipulate physical materials, whereas in the SBL activity they manipulated virtual materials. In this quasi-experimental design, two 11th-grade classes (N = 68) at an urban public high school in Taipei were assigned to the SBL and MBL settings. The participants conducted the Boyle's law experiment without having done any relevant prior experiment. Their science concepts, performance of inquiry tasks, and attitudes toward the SBL/MBL were examined by pre- and postconceptual tests, an inquiry-based lab manual, and postlaboratory interviews. The results showed that both groups performed equally well and had remarkable gains in their pre- to posttest learning achievement. Nevertheless, physical manipulation may have contributed to inquiry practices such as creating practical ideas for conducting and improving the experiment and interpreting the data and may have increased the enjoyment of the laboratory. This study concludes that virtual manipulation is as effective as physical manipulation in learning physics concepts, but that the former gives learners some naïve expectations and induces certain learning strategies that seem to lead to mindless planning and conducting of experiments and hinders them from generating ideas to improve experiments. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10